Can economic knowledge be created in classroom? Some insights from epistemologically-oriented interaction analysis: mathematical registers and metacognitive mediation

Arrieta-Paredes, Mary-Paz (2012) Can economic knowledge be created in classroom? Some insights from epistemologically-oriented interaction analysis: mathematical registers and metacognitive mediation. International Journal of Cross-Disciplinary Subjects in Education (IJCDSE), 3 (4). ISSN 2042-6364 (Online) (In Press)

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Abstract

[Accepted Version] The semiotic and metacognitive dimensions of the Mathematics-Economics alliance are studied to understand the influence of the nature of Economic Education on the nature of Economic Knowledge. Along with the representational character of Mathematics in Economics, one of the features of this long-lasting relationship not explored enough so far, is that the way higher order thinking skills are applied in Mathematics for solving problems, could be used in Economics learning to develop the same sort of skills with direct reference to real-life situations. Being inherently relational, mathematical registers and knowledge structures enable the transferal of problem solving skilfulness from Mathematics to Economics through epistemologically-oriented classroom interaction. Semiotic conceptual thinking underpins this knowledge creation as a collective-meaning creation process. A model called the ‘Learning Hexagram’ emerges.

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